The article presents the results of a sociological study of the professional identity of Kazakhstani teachers. The aim is to study the opinions and value orientations of teachers on their profession, which is achieved through research tasks, to study: socio-demographic characteristics, assessments of relevant statements regarding the profession, the level of satisfaction of teachers with their work. The method of data collection is a standardized survey, the type of sample is the target; The questionnaire was distributed to the target group of respondents, with the option to choose their preferred survey language. The results were analyzed using statistical methods: frequency analysis with the inclusion of descriptive statistics, conjugacy tables with Chi-square estimation, factor analysis and regression analysis, with estimates of the quality of models. The study showed that teachers' professional identity is an interconnected aspect that includes a teacher's understanding of their professional roles, competencies, and place in the educational process. Professional identity reflects a teacher's awareness of his belonging to the teaching profession, his value orientations, professional goals and attitudes, as well as the degree to which he accepts the norms and standards of teaching. At the same time, the study shows that 82% of teachers are satisfied with their work, this indicator is primarily influenced by the factor of financial opportunities of the profession, secondarily influenced by professional identity, and also influenced by the value orientations of teachers. The level of satisfaction of teachers with their work is not affected by age, length of service as a teacher, type of school and type of settlement where teachers work.